Environmental education of junior schoolchildren. Extracurricular activity on ecology

Didactic games By environmental education junior schoolchildren

Completed by: Druzhinina E. A.,

student of group 413

In the proposed didactic environmental games, the child gains a variety of experience interacting with the world around him; carries out very specific environmental work; learns the rules of behavior in the environment; becomes kind, sensitive, responsive to someone else's misfortune.

Audience: students in grades 1-4

Purposes of use:

education of norms and rules for environmentally sound interaction with the outside world, transformation of a significant part of them into the child’s habits;

creating a need for the acquisition of environmental knowledge, focusing on their practical application;

developing the need to communicate with representatives of the animal and plant world, empathy with them, showing kindness, sensitivity, mercy towards people and nature; caring attitude towards everything around you;

education of aesthetic feelings, the ability and need to see and understand beauty, the need for self-expression in creative activity;

creating conditions for taking initiative in solving environmental problems of the immediate environment.

Methods of using didactic games:

1. Before playing the game, it is necessary to clearly develop the rules and evaluation criteria.

2. Design the game according to the theme, select illustrations, and didactic material.

3. Voluntariness is the basis of everything. If a child does not want to participate in the game, do not force him, watching his comrades playing, he himself will join them - even if not at the first game.

4. Do not delay the game over time.

5. Remember that play is a fertile ground for solving educational problems: from activating an individual to solving the problems of an entire team.

6. The game should help realize the goals and objectives of environmental education and training of children of primary school age.

NATURE AND ME

Methodology. Invite the children to complete the sentences:

When I touch clean, clear water, I feel__________.

The sun is blinding my eyes all day today and reminds me of _____________.

The sea is agitated and foaming like _________________________________.

Raindrops on the glass, like_________________________________.

The clouds today are so fluffy and tender, as if_________________.

I walk barefoot on the ground, and it seems to me that my feet ____________.

I touch the dew drops on the trees and feel like______.

This flower is so fragrant that ________________________________.

This tree is so huge that when I look at its top, it seems to me like _____________________________________________________.

Divide the children into two groups. Children from the first group take turns reading only that part of the sentence that they composed themselves. Children in their second group must guess from which sentence the phrase was read.

Invite the children to draw their most vivid images. Then each child shows their drawings, and the rest try to guess what the drawing says.

Then a children's work competition is held. Everyone evaluates drawings and images using a ten-point system, raising as many fingers as they think the child’s work deserves.

A common stand is made from the children’s work: “Nature and us.”

IN THE MEADOW

Methodology. This game is good to play with children in a meadow or clearing. During your walk, watch with your children the lives of various insects: butterflies, dragonflies, flies, grasshoppers, bees, etc. Then each child must choose the insect that he liked the most, watch it, give it a name, for example, Misha the grasshopper or the Beauty butterfly, and write a story about its life.

When the children complete this task and get back together, everyone must talk about their insect, calling it only by name. The rest of the guys are trying to guess what insect we are talking about. You can tell the story on your own behalf, imagining yourself as a butterfly or grasshopper. You can add gestures to the story or show it in the form of pantomime.

At the next lesson after the walk, you can draw the insects that the children saw and continue the game. Divide the children into pairs and invite them to make up dialogues on behalf of insects, short stories about how they met each other in the meadow, or short scenes. If it is difficult for children to cope with this task, the teacher takes several drawings and first composes dialogues or stories himself, showing the drawings.

For example: There is a bee and a grasshopper on a flower.

Hello sister, listen to my song.

I have no time to listen to you, I need to collect nectar from this flower.

But this song is just about how beautiful this flower is.

It's not about beauty, but about sweet nectar.

But the flower liked my song about its beauty so much that it was immediately filled with sweet nectar...

This game can be played in teams. The guys are divided into two or more groups. The group that writes the most stories about different insects wins. Then you can invite the children to compose a common story for the group and act it out. If the scenes turn out to be interesting, you can make a small play out of them and show it to other children.

This game can also be played in the room, after showing the children slides or illustrations with various insects, accompanying them with stories and poems.

DESCRIBE THE FLOWER

Methodology. Divide the children into two groups. All children from the first group receive a postcard with different flowers, plants or trees. Then each child from the first group writes on the board the qualities and characteristics that his plant has. Group members can help him, but the plant itself should not be named.

Children from the second group must guess which plant they are talking about based on their qualities. Additional questions can be asked if the group cannot guess right away. Then the groups change roles.

Another version of the game is when all children are given postcards with different flowers, plants or trees; but at the same time, the cards are repeated so that three or four children sitting in different places have the same plants.

Everyone writes a description of their plant. Then ask the children to take turns reading out the descriptions they made while everyone else tries to guess the plant being described. It is very interesting to compare the different sensations of children, especially if you select images of the same plant or tree at different times of the year.

YOU HAVE COME TO THE FOREST

Methodology. Children draw cards with different forest situations. In a few minutes, children should write what they would do in their situation. Example situations:

At the edge of the forest you unexpectedly meet a bear.

On one of the forest paths you find chicks, but the nest from which they fell is not nearby.

A thunderstorm has begun, and you are lost.

Then all the leaves are collected. The teacher takes turns reading the situations and answers of the children. Children try to guess the name of the person in this or that situation.

You can divide children into groups and give each group the same situations in a shorter time.

You can offer the same situation to all children. Then it is interesting to compare the children's answers, since they will reflect their characters very clearly.

IF THERE IS TROUBLE IN THE FOREST

Methodology. Ask the children to answer the questions quickly. The teacher dictates the questions, and the children must immediately write their answers. Each answer is given no more than three to five minutes. For example:

If all the birds fly away from the forest, what will happen to the other inhabitants?

What if the trees don't bloom by spring?

What if the leaves don't fall in the fall?

What if all the forest streams dry up?

What if there are no insects in the forest?

What if it rains all the time in the summer?

What if there is no forester in the forest?

What if there are no berries and mushrooms in the forest?

What if there is no snow in winter?

If children find it difficult to answer questions quickly, the teacher can first dictate all the questions and then give them time to think about it.

This task should be completed by groups of children. The results of the groups' answers are compared. The group that answered the questions faster and more interestingly wins.

FOREST FLOORS

Methodology. Ask the children to imagine that the forest is a multi-story building. Each child must write an essay on the topic: “Who lives on which floor.” Children can draw a multi-story house and place forest inhabitants in it. The most interesting multi-story building wins. Then the children must tell others about their multi-story forest house and explain why they decided to place certain forest inhabitants on different floors of the house.

Children can complete this task in groups.

After the children complete this task, ask them questions:

What will you do if there is a fire on the first floor of your house?

What if the top floor of the house floods?

What if one of the walls of the house breaks?

What if it's very cold at home?

What if there is no water in the house?

What if residents of different floors of the house quarrel among themselves?

What if unexpected guests come into the house?

Ask the children to write a plan to save the inhabitants of the forest house in a given situation.

HOW WE SAVE THE FOREST

Methodology. Ask the children to imagine themselves as forest rangers. Then offer them a situation: a fire has started in the forest. Children must write a plan to save the forest from fire. Children can complete this task in groups. The one whose plan is better wins.

Situations can be very different: birds began to die in the forest; shots were heard in the forest, etc.

FOREST OWNERS

Methodology. This task is a continuation of the previous one. Ask the children to imagine themselves as forest rangers. Children must write the first three things they will do in their forest. After the children complete this activity, ask them to write a detailed plan for completing each of these activities. Then the children's leaves are collected and read aloud. From all the children’s answers you can make a stand: “How we save the forest.” Go with the children to the forest and try to complete some points from their plans with them.

Introduce the children to the forester. Ask the forester to tell the children about his work. After a trip to the forest, children sketch their impressions.

WE GROW PLANTS

Methodology. Invite the children to conduct an experiment. Each of them must put the onion in a jar of water. For some time, children should observe their bulbs, write down and sketch their observations. After some time, the children bring the results of their observations. All together, the children discuss the general patterns of bulb growth, draw conclusions and answer their questions:

Why do some bulbs “lose weight” and others don’t? What does this depend on?

Does the growth of greenery from an onion depend on what jar it is placed in?

Does the growth of greenery from a bulb depend on the lighting and temperature in the room?

Do you need to change the water in the jar every day?

Under what conditions does greenery almost never appear?

Similar observations can be made with any indoor plants or flowers.

WHO LIVES IN THE MUSHROOM HOUSE

Methodology. Children draw cards with names or pictures of different mushrooms. Then invite the children to imagine themselves as insects living under these mushrooms. Children must describe and draw their life in the mushroom house, talk about the advantages of their house, its location, its family and forest neighbors, its friends and enemies.

The teacher collects information about mushrooms in advance in order to supplement the children's answers after they complete this task.

TOUCH THE RAINBOW

Methodology. Turn on calm music and ask the children to imagine that they are touching a rainbow, sun, star, rain, cloud.

You can invite children to complete this task during a walk in nature and then describe or draw their feelings.

An exhibition is organized from children's drawings and stories: "Let's touch the rainbow and stars."

ALBUM OF NATURE

Methodology. When you go on a walk or excursion with your children, offer them the following task: you say a phrase about something that is around you. For example: “It seems to me that the clouds today resemble white islands in the ocean” or “The forest is so green and cheerful that I want to enter it as soon as possible.” The next child must continue this topic, that is, say something about the clouds or the forest. And so on in a circle. You should get a colorful and varied description of any object or phenomenon of the surrounding world. After the children complete this task, invite them, upon returning home or to class, to write down everything that was said about a particular object or phenomenon and draw it.

What the children write down does not always coincide with the description compiled by everyone together, but this exercise awakens the child’s imaginative thinking, and the children’s stories turn out colorful. This task can also be done in the room, looking out the windows. Gradually, drawings and descriptions of various natural phenomena appear in the album, and at the end of the year you can arrange an exhibition of nature albums.

You can play this game with children in such a way that each of them must say one word that characterizes this phenomenon. For example: the clouds are fluffy, like cotton wool, look like snowy mountains, soft, etc. If the child cannot find the words, other children or the teacher help him. It’s good if the guys can look at the clouds or trees while lying on the grass or sand. In the same way, you can look at any stump, flower, anthill and draw it upon returning from a walk.

WHAT HAVE YOU SEEN

Methodology. During a walk or excursion, offer the children the following game. Some not very distant object is selected: a fence, a puddle, a haystack, a tree.

Children run for a while to this object and back, all together or in turns. Then they have to write down or tell everything they were able to see while running back and forth. Older children can run together and then write everything they saw on pieces of paper for five minutes.

Everyone gets points for speed; and also for each phenomenon or object that the child saw and wrote down, he gets a point, so not the fastest, but the most observant can win. The one with the most points receives a prize.

Children can run in turns, for a while, and then within one minute tell what they saw. The rating system is the same.

While one child is running and talking, other children should see and remember as much as possible, but if they do not look around while running, they will not be able to remember much.

This task can be repeated from time to time, since after this game children look more carefully at the world around them and try to remember or see everything that they forgot or did not have time to say.

WHAT FLOWERS AND TREES SAY ABOUT

Methodology. While walking in a meadow, invite the children to imagine themselves as flowers in a meadow and think about what two flowers or a flower and a bee might talk about. While walking in the forest, invite children to imagine themselves as trees and think about what the trees and other forest inhabitants say and think; what do two leaves on a tree branch say, etc.

After the walk, children will be able to describe and draw what they imagined.

BOOK OF TREE

Methodology. Each child chooses a tree for himself. This tree could be near school, on the way home, or in the park.

During the year, at least once a week, the child watches the tree, writes down and sketches everything he saw: how the tree feels, what leaves and branches it has at different times of the year, who lives on it and hides between its roots or under the bark, etc. You can also record in this album all the legends, fairy tales, poems, your thoughts and conversations with the tree - everything related to the tree chosen by the child. From such notes and drawings a tree book is obtained. At the end of the year, you can arrange an exhibition of children's work.

In the same way, it is fashionable to compile a book of glades. This task can be completed collectively. While walking in a clearing, every child should find something the most beautiful and interesting: a plant, a flower, a butterfly, ants. After the walk, everyone draws and writes a short story about what they saw. These drawings and stories are collected in one album - the glade book.

In the same way you can write and draw books of a lake, garden, vegetable garden, flowers. Children love to read and look at their books.

MAGICAL SMELLS OF NATURE

Methodology. While walking, invite the children to stop, close their eyes and smell what the sun smells like. When there is wind or rain outside and the children are waiting under the shelter, invite them to close their eyes and smell what the wind or rain smells like. Then everyone takes turns talking about their feelings.

In the same way, you can try to smell the smells of moonlight, stars, forests, rivers, streams.

After the walk, children draw the smell of the sun, rain, moonlight, forest.

One by one, the children show everyone else their drawings, and everyone guesses what kind of smell it is and what it belongs to. You can make a stand: “Magical smells of the world.”

CONVERSATIONS WITH NATURE

Methodology. While walking in a clearing or in the forest, give the children the task of choosing a flower, plant or tree and talking to it. Everyone must ask at least four questions to the chosen tree or flower and “hear” or imagine their answers.

Then the children write down and draw what they heard.

Ask the children on the way to school or home to talk to the sun, cloud, earth, flowers, mountains, stars.

A stand is made from the children’s drawings and stories: “Our conversations with the natural world.”

FIND YOURSELF A HOME

Methodology. Before a walk in a field, forest or park, tell the children that they were suddenly bewitched by a wizard, and each of them became as tall as his little finger. Children must find a home for themselves while walking. It could be a mouse hole, a flower, a burdock, a stump or any other shelter. Children can build their own house from blades of grass, sticks or birch bark. Children will have to think about what they will sleep on and what they will eat, who they will be friends with and from whom they will hide.

Children can take small dolls, cars or soldiers for a walk and build or find a home for them.

Upon returning from a walk, children draw their houses and write short stories about them or tell stories orally based on their drawings. From drawings and stories you can organize an exhibition.

WHERE FLOWERS COME FROM

Methodology. Read fairy tales or legends to your children about how different flowers were born. And then ask them to come up with and write a short fairy tale or story about how their favorite flower was born. Before this, you can play the game: “I was born a gardener” or a game where everyone thinks of their favorite flower and describes its qualities, and the rest try to guess what kind of flower it is.

If it is difficult for a child to come up with a fairy tale on his own, you can help him by starting a fairy tale and asking him to continue it.

For example, how the cornflower appeared:

“Once upon a time there was a boy Vasya. He loved flowers very much. And more than anything in the world he wanted to learn their language. One day, when Vasya was watering the roses in his garden, one of the roses whispered to him: “If you want to hear our fairy tales and conversations, come at night to the garden. The fairy of flowers comes here, and with her magic wand she can perform a miracle. You ask her to turn you into some flower that is not yet in the world. She is very kind and will definitely fulfill your wishes...”

Then copy all the stories and fairy tales written by the children into an album. Over the course of a year, you can write several similar book-albums about how certain plants, trees or animals were born.

IMAGINE YOURSELF AS RAIN

Methodology. Children are divided into pairs. The first child of the pair closes his eyes and stretches out his hands, palms up, the other, with his fingers on his palms, shows what kind of rain it is: fine mushroom, warm, gentle, summer or autumn, thunderstorm shower, etc. The teacher can turn on the appropriate music and first say what kind of rain it is.

Then the children in the pair change places, and now the first child shows on the palms of the other what kind of rain it is, and the second must guess what kind of rain came to him.

Invite the children to close their eyes and imagine themselves as a tree: in a strong wind, in the rain - light and heavy, in the snow, on a hot day, etc. Turn on calm music and invite the children to express their feelings through movements. Then invite the children to imagine themselves as fire, water, air, sun, etc. You can ask children to express their feelings in a drawing.

DANCE OF HANDS

Methodology. Children close their eyes and quiet music is turned on. Tell the children: "Relax and imagine that your hands are magical. They can become the wings of a bird, the branches of a tree, the wind, the rain or the grass. Listen to music and allow your hands to dance the way they want."

Warn children that they should completely relax and let their hands do what they want, trying to observe their movements from the outside.

Then ask the children how they felt during this dance.

Then children can draw or describe their feelings.

ENVIRONMENT PROTECTION

Methodology. Divide the children into pairs. The first person in the pair writes at least five sentences on the topic: “How people should care about the environment.” The second is “How people are destroying the environment.”

Then the children are divided into groups in such a way that the first person from the pair ends up in the first group, and the second person in the second. Each group uses the children's suggestions to create a general story on these topics.

Representatives from each group read out the results of their discussions. These results are written on the board.

Children must find for each item from the results of the discussions of the first group a corresponding item from the results of the discussions of the second group. In this way, an excellent plan for protecting the environment can be developed.

If there are a lot of children, for more efficient work they can be divided into four or six groups.

After this, each child draws the sentence he likes best and writes an essay on the topic: “The environment and me.”

You can make a stand using children’s drawings and essays: “How can we help our nature”

Ministry of Education of the Russian Federation

Kuban State University

Department of Physical Geography

Admitted to defense at the State Joint Stock Company "______" _______________ 2001 Head of the department

Professor

Yu.Ya. Nagalevsky

Graduate work

Environmental education for junior schoolchildren

signature, full name

Group 1 , faculty geographical, speciality geography – 012500

Scientific adviser: senior teacher Mishchenko A.A.

Standard controller: _

signature, academic degree, position, full name.

Krasnodar 2001

Introduction

The modern world stands at a decisive point, beyond which is the death of nature and civilization or the choice of a way to prevent an environmental catastrophe that threatens universal destruction. A radical change in this situation is necessary if humanity really wants to preserve its habitat and livelihoods. The International Environmental Movement of Educators recognizes education in the field of the environment (environmental education) as a priority and recommends that states and governments consider it in the light of the global environmental crisis and the recommendations contained in the documents of the International Commission on Environment and Development.

The Law of the Russian Federation “On Environmental Protection”, adopted in 1992, provides for the creation of a system of continuous environmental education, the purpose of which is the development of the environmental culture of the people of each member of society. According to the recognition of the domestic and world community, the central factor in solving this problem is not technology or technology, but education in the broad sense of the word. Education itself should be viewed not simply as a process and result of the assimilation of systematized knowledge, skills and abilities, but as the creation and preservation of a unified educational space.

Environmental knowledge and culture are formed in a person from an early age. And in this regard, the importance of environmental education for junior schoolchildren is great. Therefore, the main goal of the thesis is to analyze the existing environmental education of junior schoolchildren and its implementation in the process of studying the course “Natural History”.

To achieve this goal it was necessary to solve the following tasks:

1. Consider the content and basic principles of environmental education and upbringing of junior schoolchildren.

2. Conduct an analysis of the volume and structure of the basic environmental ideas and concepts that are formed in junior schoolchildren when studying the course “Natural History” and their use in practical activities.

3. To study the organization of environmental education for junior schoolchildren in a natural history course, to summarize existing experience.

4. Analyze the role of interdisciplinary connections in the environmental education of junior schoolchildren.

Environmental education and upbringing, continuous, comprehensive and compulsory, the formation of environmental ethics and culture on their basis is a condition and path to the humanization of relations between society and nature, the need to study and understand one’s living environment, its protection and conservation. This should be formed in a person from a very early age, the ability and vital need to perceive nature and its creations as a great and irreplaceable asset and the essence of our life. They should become the basis for the training and education of every person, the younger generation in particular.

Working at a school as a primary school teacher, in the process of constant communication with children, I have to face the urgent need for a more fundamental approach to solving the problem of environmental education and upbringing of junior schoolchildren. The literature studied indicates insufficient attention to this particular stage of environmental education.

1. Environmental education

and education of younger schoolchildren

Primary school is the most important stage in the intensive accumulation of knowledge about the world around us, the development of multifaceted relationships of a primary school student to the natural and social environment, which contributes to the development of personality and the formation of an ecological culture.

The emergence of modern trends in environmental education in primary school can be dated back to the late sixties and early seventies of the twentieth century, when it experienced a number of serious transformations, in particular, the introduction of a new subject “Nature Studies” into the curriculum (Simonova, 1998). These transformations took place during the period of actualization of the problem of nature conservation, therefore, despite the intention of the course developers to create an integrated discipline of the natural science cycle, it reflected some issues of the relationship between man and the natural environment.

Primary science education, which has deep and strong traditions and a rich arsenal of practical experience in Russian schools, has been undergoing significant renewal in recent years. Due to the relevance of this problem, there is no single approach to its implementation. There are various programs and methods of teaching natural history, which take into account issues of environmental education and upbringing. The “Program and Methodological Materials for Primary School” (1999) offers programs from several authors, where the traditional natural history course is considered under various names. Let's analyze some of them.

The priority goal of modern primary education is the development of the child’s personality. This goal is achieved through the humanization of the learning process, through creating the potential for sustainable development of the child. Part of this potential is the course “Nature and People”, developed by Z.A. Klepinina (1999). In accordance with the goal, specific objectives of the course are determined.

The first task is to give students general knowledge about the human world and the natural world as the immediate environment of the child and about the relationships in the systems “man - man”, “nature - nature”, “nature - man”.

The second task is aimed at improving the cognitive and practical educational activities of children.

The third task is to develop the child’s personal qualities: scientific worldview, environmental, sanitary, hygienic and ethical culture, emotions, creative abilities, feelings of patriotism, and so on.

The leading principles for selecting content and designing the course remain general didactic principles, as well as specific principles developed in the classical methodology of natural science. The implementation of a specific principle - environmental orientation - is carried out according to the scheme: the relationship “nature - man”, “man - nature” - the rules of man’s relationship with nature (general rules of nature conservation) - accessible environmental activities of children of a given age (growing plants, feeding animals, collecting seeds and plants, their distribution among the population, care of home plantings, etc.) are legal norms of nature conservation. These ideas are viewed as cause and effect, and lead to an understanding of the essence of the science of ecology. The implementation of the principle of environmental orientation in the presented system contributes to the formation of an environmental culture.

The program “The World around us” by N.V. Vinogradova, G.G. Ivchenkova, I.V. Potapova (1999) is an integrated course that is of particular importance in developing in students a holistic view of the social and natural environment around us, the place of man in it, his biological and social essence. The main goal of the subject is the formation of the student’s social experience, awareness of elementary interaction in the “man – nature – society” system, education of the correct attitude towards the environment and rules of behavior in it. This allows us to highlight the features of the subject “The World Around us”, which determine its compliance with modern requirements of didactics of primary education: taking into account the psychological characteristics of younger schoolchildren, the need for an integrative approach to studying the world around us. Studying the subject allows us to establish closer connections between the knowledge of nature and social life, ensure real continuity and prospects for studying the surrounding world, and create conditions for a smoother and more expedient formation of moral and ethical attitudes.

Ecological chamomile. Conversation with game elements

Concept: “Chamomile” is a form of organizing a game on an environmental theme. Each petal of the “daisy” contains a variety of tasks, such as logic problems, riddles, cryptograms, imagination games, an auction, humorous tasks, etc. etc. The game helps to increase the general level of children's environmental culture, the development of creative and communication abilities. Designed for children in grades 2-4.

Progress of the game

Leading. The earth, the globe is our common big house, in which there is enough space for everyone: people, animals, plants... Above us is one common blue roof - the sky. Under our feet there is one common floor - the earth's surface. We all have one wonderful source of light and heat - the Sun. We have common sources of moisture: rivers, lakes, seas, oceans... We all need to breathe, eat, drink, and raise children.

Over many thousands and even millions of years, all species of animals and plants have adapted to each other and to the nature around them. And a balance was established in nature. It is known that there must be more plants than animals that feed on them. And there should be more herbivorous animals than predators. Then there is enough food for everyone, and all types of plants and animals are preserved on Earth. If you destroy at least some link in this chain, for example destroying plants, the whole chain will crumble. The balance will be disrupted. And even a natural disaster may occur. People did not suspect this for a long time and recklessly cut down forests, drained swamps, and plowed the steppes. They did not think at all that they were grossly violating the laws of nature. Finally we realized it. In order to preserve nature, and at the same time to survive themselves, people began to very seriously study the laws of living nature. This is how the science of ECOLOGY arose. This word is made up of two Greek words: “oikos” - “house” and “logos” - “science”. This means that we can say that ecology is the science of our common home and the laws by which we must live in it.

I hope that the game “Ecological Daisy” will help you and I think once again about our common home and that this home must be loved and protected.

Conditions of the game. A model of a chamomile is made (the yellow circle is the core and any number of white petals). There are numbers on the back of the petals. All the details of the “daisy” are attached to a magnetic board.

Children are divided into groups (optional). Each group chooses a commander and comes up with a team name. Then the group commanders approach the “daisy”, “pluck” a petal, and receive from the leader cards with tasks under the corresponding numbers. The teams begin preparing the task. After the allotted time has passed, teams take turns presenting their completed work.

1. Task cards.

Distribute the words into two columns according to the principle of “living - inanimate nature”:

sun, boy, berry, sky, water, stones, mushroom, fish, hare, rain, soil, tree.

Answer:

2. Depict animals using gestures and facial expressions: bear, hare, camel, rooster, woodpecker, monkey.

3. Guess the riddles.

Black-winged, red-breasted,

And in winter it will find shelter.

He is not afraid of colds:

With the first snow it's right here. (Bullfinch.)

The color is greyish,

The gait is baggy,

Habit - thieving,

The screamer is hoarse. (Crow.)

Long-tailed, white-sided,

And her name is... (magpie).

Lives in an empty hollow,

The oak chisels like a chisel. (Woodpecker.)

Little boy

In a gray army jacket

Snooping around the yard

Collects crumbs. (Sparrow.)

Who is without notes and without a pipe

Who is this? (Nightingale.)

All the migratory birds are worse,

Enemy of larvae, friend of fields,

Jump back and forth across the arable land.

And the bird's name is ... (rook).

Even though I'm a small bird,

My friends, I have a habit:

When the cold starts,

Straight from the north here. (Titmouse.)

4. Decipher the cryptogram:

12, 3, 2, 3, 11, 15, 9, 3, 1 - 10, 5, 6, 3, 12, 8, ! 1, 5, 13, 1, 13, 14. 8.

Key words: 1, 2, 3, 4, 5 - the third day of the week. (Wednesday.)

6, 7, 8, 9, 5 - an institution where students receive knowledge. (School.)

10, 8, 11. 15 - lower limbs of a person. (Legs.)

12, 8, 13, 14, 5 - the upper leafy part of potatoes, carrots, beets. (Botva.)

Answer: Take care of the forest - our wealth.

5. From these types of transport, eliminate the “extra” word and explain your choice: car, ship, bicycle, motorcycle, bus, plane.

Answer: bicycle, as it is an environmentally friendly form of transport because it does not run on fuel.

Leading. What other environmentally friendly modes of transport do you know? (Electric locomotive, tram, trolleybus, metro.)

6. Imagine: what would happen if...:

What if all the flowers disappeared from the face of the earth?

Would there be no water?

Would birds disappear?

7. Hold an “Auction of Medicinal Plants” with your classmates.

Your task: to expressively read poems about medicinal plants. The classmates’ task is to “collect” as many medicinal plants as possible, that is, after reading the poems, those who wish should take turns naming as many plants as possible that were discussed in the poems. The one whose list is longer wins.

I am ginseng, a wonderful root.

If someone is very sick,

Find my root

And anyone will get better.

Ginseng tincture for you

The appetite will return and the laughter will return,

After all, ginseng means

Miracle - “root-man”.

On the path, on the path -

There is boil grass everywhere,

Or just plantain -

Familiar to everyone, not new!

I tied the leaf to the abscess.

A day or two will pass - and a miracle!

You are healthy without doctors.

Here's a simple piece of paper!

Linden - a remedy for colds,

Everyone knows about it everywhere.

Although the linden color is inconspicuous,

But there is no healthier tea.

For sore throats and colds

They drink healing linden tea.

They say when they are sick:

“Come on, linden, help me out!”

There are geraniums, cloves, porridge -

There is pharmaceutical chamomile.

You need to know about chamomile.

White tiny flower -

For poultices, for lotions.

If inflammation

The decoction is calming.

My seeds are healing -

For gastritis, drink the infusion.

Roots - kill poisons

And relieve pain in the kidneys.

I have one problem:

When I bloom

That's the beauty of my flowers

It catches everyone's eye.

And they tear me into bouquets,

I fear them like fire!

I beg you to have mercy

And don’t pick peonies in vain!

We have not only phytoncides,

Why are germs so scary?

We contain vitamins,

Which, undoubtedly, everyone needs.

And therefore, less often

You had to get sick

Every home has onions and garlic

Must have all year round.

The one who is close friends with us,

Never gets sick.

There is a lot of aroma in the house,

If mint is drying in the house.

mint cake,

Mint infusion spoon -

No more nausea

There is no hoarseness in the throat.

Validol, toothpaste -

Mint, mint, mint everywhere!

We collect not in vain

This grass, guys!

List the benefits of plants.

8. Make the right choice.

On the left are the seasons, on the right is what happens in nature, in people’s lives at different times of the year. Task: connect the left column with the right column correctly using arrows.

WINTER The buds are swelling.

Leaf fall.

…………… The rooks are arriving.

………….. Indian summer.

SPRING Mushroom time.

Picking cranberries.

…………… Grain harvesting.

SUMMER Haymaking.

Birds make nests.

Christmas.

AUTUMN Ice drift.

9. Guess the riddles.

Very durable and elastic

A reliable friend for builders.

Houses, steps, pedestals

They will become beautiful and noticeable. (Granite.)

If you meet me on the road,

Your feet will get stuck.

How to make a bowl or vase -

You'll need it right away. (Clay.)

In mom's kitchen

Excellent assistant

He is a blue flower

Blooms from a match. (Natural gas.)

The kids really need him,

He's on the paths in the yard,

He's at a construction site and on the beach,

And it’s even melted in the glass. (Sand.)

It's black and shiny

Our friend is real.

It brings warmth to homes,

It makes the houses light.

Helps melt steel

Making paints and enamels. (Coal)

Even without it the car

It won't take a kilometer

Airplanes, helicopters

They won't take flight

The rocket won't rise.

Guess what it is? (Oil.)

Plants grew in the swamp...

And now it's fuel and fertilizers. (Peat.)

It was cooked for a long time in a blast furnace,

So that later they could make us scissors and keys. (Iron ore.)

10. What animal does the tail belong to?

She swims with the help of her tail. (Fish.)

With the help of its tail, it crawls along the bottom of the river. (Cancer.)

She has a tail instead of a rudder. (Bird.)

Thanks to its tail, it pushes off the ground and jumps the farthest, and also sits, leaning on its tail. (Kangaroo.)

She has a tail - an extra hand. (Monkey.)

She steers with her tail, jumping from branch to branch.

She has a flyswatter tail. (Cow, horse.)

She has a rattle on her tail, with which she scares enemies. (Rattlesnake.)

If there is a danger of being caught by the tail, she throws it away. (Lizard.)

11. Decipher the phrase: AGINK YANSARK.

Answer: Red Book.

Leading. What do you know about the Red Book? (Children's answers.)

12. Solve problems from the “Problem Book” by G. Oster.

Pupils of one of the schools make sure that water does not flow from the taps in vain. Therefore, half of the students at this school come to class with unwashed hands. The other half of the guys come not only with unwashed hands, but also with unwashed faces. How many students are there in this school if every day 290 boys and 46 girls come to class with unwashed faces? (672.)

Last year Ninochka met a boy, and he gave her a kitten. This year Ninochka met 12 boys, and each gave her two kittens. Now Ninochka wants to meet another boy and is going to give him all her kittens. How many kittens does this boy, unknown to Ninochka yet, have a chance to acquire? (25.)

13. Snow is one of the signs of the Russian winter. It is called by different names. Fill in the missing words in the sentences. (They are written randomly below.)

Fresh, clean snow that has just powdered the ground is called... (powder).

If snowflakes stick together as they fly, we call them... (flakes).

If hard white balls painfully cut your cheeks and forehead, then they are called... (croup.)

The wind drives the snow, and it rushes along the ground like a snake. This is... (snow drift).

The wind is spinning, snow is blowing in the air. This is... (blizzard).

On the plain or in the steppe, where the wind cannot be restrained, a real snow storm can break out - ... (blizzard).

For old, stale, hard-crusted snow there is a crunchy word in Russian - ... (nast).

Regional scientific and pedagogical journal “Pedagogical Search” No. 6 February 2008.

E.N. SERGEEVA, primary school teacher of the highest category, Municipal Educational Institution “Secondary School No. 2”, Shchigry, Kursk Region

ECOLOGY AND ENVIRONMENTALEDUCATION IN PRIMARY SCHOOL

We are all children of Nature. And from an early age a person must get to know it and certainly learn to love, protect, use it wisely, and be a truly creative, and not destructive, part of the world.

One of the contradictions of the modern era, affecting the very foundations of the existence of civilization, is the ever-deepening contradiction between society and nature. In this regard, the school’s purposeful work to develop an environmental culture among the younger generation assumes extremely important importance.

Ecology (Greek) - “ekos” - house, “logos” - science, i.e. home science.

Ecology- a science that explores how living beings are connected to everything that surrounds them; the science of the connections between humans and nature.

The study of the system of educational courses “Green House” by A.A. is intended to satisfy the public need for effective environmental education of junior schoolchildren. Pleshakova. The purpose of this course is to educate a humane, creative, socially active personality who carefully and responsibly treats the riches of nature and society.

At the same time, the existing contradiction between society and nature and ways to resolve it are revealed at a level accessible to students. Students learn about real environmental problems facing people.

Such problems include:

1) protection of inanimate nature and soils from pollution, destruction and depletion;

2) preservation of the diversity of species of organisms and the integrity of their communities;

3) nature protection, as a necessary condition for maintaining human health;

4) preservation of all life on the planet;

5) protecting the planet from all types of pollution;

6) combating forest destruction;

7) people must stop the advance of deserts.

Throughout its history, humanity has not only explored nature and discovered new lands. People used natural resources. And as people became more important, and the development of science and technology gave them new opportunities, changes in nature caused by human activity became more and more noticeable.

Man has really changed the Earth, but at the same time he has made it dangerous in many ways for his own health and for the future of his children. For example, he did to himself and his planet three "gifts": ozone hole, acid rain, greenhouse effect.

DANGER OF THE OZONE HOLE

When we spray air freshener, nail polish and other aerosols from a can, we usually don't think that it can harm the environment. These cans contain substances that, when released into the atmosphere, destroy the ozone layer in it. The one that protects all living things from the dangerous part of the sun's rays. In recent years, this layer has become noticeably thinner, and over Antarctica it has become so thin that this place has been called the ozone hole. If the ozone layer is destroyed, all life on Earth will die.

ACID RAIN

Acid is formed in the sky from atmospheric pollution by emissions from industrial enterprises, boiler houses, and cars. Falling with rain on the ground, it destroys all living things. And not only living things: even monuments and buildings in cities are destroyed by acid rain.

GREENHOUSE EFFECT

In greenhouses in our gardens, glass or film retains heat.

Recently, something similar has begun to happen all over the Earth. She seems to be starting to transform V huge greenhouse. Only the role of glass and film in it is played by carbon dioxide, which is becoming more and more in the atmosphere. It is released when people burn fuel. Every year, humanity burns 2 billion tons of fuel, which produces 5.5 billion tons of carbon dioxide! It traps heat in the atmosphere. As a result, it happens climate warming. This phenomenon was called steamnick effect. If the temperature on Earth rises just a few degrees, they will melt polar ice And mountain glaciers, sea levels will rise, and water butPete huge areas of land. The weather will change everywhere, agricultural work and the whole life of people will go wrong.

There are still many global environmental problems of humanity. Environmental protection is the task of all humanity. To solve it, broad international cooperation is needed.

States enter into various international agreements, to work together to save nature.
One of these agreements is Convention on Restriction of Trade in Rare and Endangered Species of Wild Animals and Plants. This document protects many animals from Africa, Asia, and South America from extermination and mass export to different countries.
Various international organizations, security guards
nature.
One of them World Fundwildlife. The emblem of this organization is the image of a panda - one of the rarest animals in the world. Known all over the world

international environmental organization - Greenpeace. This name translated from English means "Green world". Greenpeace's headquarters are located in Amsterdam. This organization actively fights against environmental pollution with toxic waste and garbage, conducts international campaigns to protect forests, oceans, fish stocks, rare species of plants and animals.

Particular attention to the problems of environmental education of junior schoolchildren can be explained by two main reasons:

1) the need to consider environmental education as a continuous and systematic process throughout the entire period of schooling (from 1st to 11th grade);

2) the relevance of the formation of elementary ecological culture in the most favorable period of the child’s emotional interaction with nature.

A person cannot grow and develop without interacting with the surrounding nature. His feelings and mind develop according to the nature of his relationship with nature. That is why the initial stage of school education is so important in environmental education, when spontaneous knowledge about the culture of relationships with nature is systematized and generalized.

What results can we expect from environmental education of 7-10 year old children?

By the end of primary education, the child’s readiness for proper interaction with the surrounding nature can be formed. This readiness includes: emotional thaccuracy- sensitivity to the natural world, a sense of surprise, enthusiasm;

business readiness- the opportunity to implement your knowledge in a variety of non-standard situations;

intellectual readiness- a certain level of erudition and cognitive interests, awareness of oneself as a bearer of ecological culture.

Forms and methods of environmental work: environmental lessons, excursions, clubs, promotions, competitions, exhibitions, holidays, games, fairy tales; discussion and playback of various situations;lessons kindness, thinking; labor landings, green patrol, nature researchers club, laboratory of a young ecologist; maintaining the “Panorama of Good Deeds”, phenological calendars of nature; days of environmental creativity, etc.

I will dwell on some of them.

ETHICAL CONVERSATIONS ON ECOLOGY

The process of development of ecological culture of junior schoolchildren is significantly influenced by situations in which children must make an independent choice of their action, their line of behavior. This is more important than simply suggesting prohibitions and injunctions that students memorize mechanically. The topics of ethical conversations on ecology can be very different: “Nature asks for protection”, “Guardian of a green friend”, “Learn to be sorry”, “The Earth is our common home”, “Chick on the road”, “Meeting a hedgehog” and others

Conversation “You came to visit To nature"

You have come to visit nature. What for? To hear the birds singing? To see how a tight bell bud opens? To admire her beauty? To enjoy the fresh, fragrant air? Pick wild berries, nuts, mushrooms into a basket?

You never know why you came to visit nature! But not

forget: you are a guest! You-in someone else's house, which has many of its own residents and rules. Do them!

- What are these rules?
Let's start from the very beginning:

you are going to visit the forest. You are standing at the edge of the forest, now you look around and choose the direction where to go? Maybe in that corner over there, behind which the trunks of white birch trees can be seen. There. It must be very bright and cozy! The decision is made and you (alone or with friends) begin your movement to the chosen corner directly - along forest grasses and low forest bushes.

But. stop! You did something wrong, not right. This is not how guests behave!

- Guys, did you notice the mistake we made?

- Is everything correct?

- Is it really necessary to walk through the forest where I want and where I want?

Then listen to one saying that may help you correct your mistake: “One person leaves a trail in the forest, a hundred people leave a path, and thousands leave a desert.”

Now it’s clear what kind of mistake this guest of nature made?

Yes. The layer of soil in the forest is very thin and can be easily damaged and compacted. And at the same time, damage the roots of trees and shrubs that suffer from such guests.

- What important rule of human behavior in nature can be formulated based on that example?

“Don’t trample forest clearings and corners in vain, move along the paths!”

Primary school students like to find a way out from similar situations, therefore it is useful to “take them on a visit to nature” more often and create different situations, for example: “Halt in the forest”, “Noise in the forest”, “Anthill”, etc.

Cause many unseemly actions in nature - ignorance. Therefore, the teacher’s first task is to study with children the life of the inhabitants of nature; find out why it is necessary to act in nature one way and not another; try to follow the necessary instructions and prohibitions while resting, picking berries, mushrooms, and nuts.

Nature is a common home plants, animals and humans, and also a source of resources for life. Nature can coexist without humans, as it once was, but humans cannot coexist without the natural environment. We, people, need to think about how this house will always prosper and grow rich.

PROBLEM SITUATIONS IN CLASSES

Currently, there is increased attention to the problem of improving the organization and content of developmental education.

I am developing the main pathgeneral education - inclusion of students in creative activities.

Purpose and purpose of problem-based learning- overcome the elements of mechanical acquisition of knowledge in training, akstimulate mental activity students and familiarize them with the methods of scientific research.- The impetus for productive thinking, aimed at finding a way out of a state of difficulty, is a problematic situation (problematic task, problematic task, problematic question).

If a teacher introduces educational problems into the educational process, then managing the process of getting out of a problem situation is managing the process of independent problem solving by students.

I I use problem situations in environmental lessons in grades 3-4. How nice it is to see the shining eyes of children, to hear joyful exclamations: “Hurray! I figured it out!”, “I’m just like a real scientist!” etc.

Academic challenges create favorable conditions for the development of children's communication abilities, the development of individuality and creative thinking.

EXAMPLES OF PROBLEM QUESTIONS.I. Theme "Autumn".

1. What will bring the onset of autumn closer: prolonged summer rains or changes in the position of the sun in the sky?

2. Why don’t birds hide from the cold in the snow, because it’s warm there, even the leaves of the grass are green?

3. Is it possible to detain migratory birds if you hang insulated bird houses everywhere?

P. Topic: “Parts of plants.”

1. 1. If all but one stem of a shrub is cut off every year, will it become a tree?
2. Why did flowers never bloom in the meadow where the goats grazed?
3. How is a potato tuber different from a beet?

4. Why do you need to know what plants are made of?

III. Theme: “Living and inanimate nature.”

1. Can we say that living and inanimate nature and the world around us are one and the same?
2. Can nature be a teacher? Prove it.
3. Will algae and moles be able to exist on Earth if the sun disappears?

When constructing problem-based lessons, it is necessary to follow the didactic principles: scientificavailability and accessibility, systematicity and consistency. When planning lessons, it is necessary to choose the most effective place for learning problems in the learning process

The educational problem should interest students with its unusualness, colorfulness and emotionality.

During the lesson, it is necessary to be attentive to the emotional state of the student when resolving educational problems, to find out in a timely manner the reasons for the difficulties in resolving the problem situation and to provide timely assistance.

In the “Concept of Sustainable Development of Russia” the section “Environmental education, greening public consciousness” is highlighted, and government decrees elevate environmental education to the category priority government problems.

Why is nature given a special role in the formation of a child’s personality?

Because nature surrounds a child from the first days of his life. Children early manifest a desire for active knowledge of nature, which is attractive to them due to its colorful, constantly changing world. This gives the child a lot of vivid impressions, evokes joyful emotions, and forces him to explore the unknown and unfamiliar. All teachers know that a child will happily learn and explore what interests him. That's why - first and foremostcountry house teacher - first zaintease students with an object, and only then talk about it, explore it, reveal its essence and interconnection in the surrounding world.

The easiest way to get interested is not in ready-made knowledge, but in riddles and tasks, but first Children need to be taught to solve environmental problems techniques * identifying and resolving environmental contradictions, find out almost independently not only as it always happens, but And why is this happening. This approach allows the child to better understand the systematic nature of the surrounding natural world, and “research” activities develop and consolidate the child’s cognitive attitude towards nature, forms the ability for analytical and synthetic activity.

When studying the environment in elementary school, I use the following environmental games:

1. Role-playing- “City construction” - is carried out only subject to compliance with environmental standards and regulations.

2. Imitation- “Ecosystem of a reservoir (forest)” - the role of the components, their relationship.

3. Competitive-competitions, KVN, quizzes, “Field of Miracles”, “What? Where? When?

4. Travel games:
“Who lives where?”, “Flies, runs, jumps?” (about the adaptability of animals to their environment), “Who has which house” (about ecosystems),

5. Transformation game
"If I were..."

Each participant chooses a natural object (cloud, stream, flower, birch tree, droplet, ray And etc.) and must immerse yourself in its world, imagine yourself as this object, feel its character. On behalf of the object, he begins a story about what surrounds him, how he “lives”, what he “feels”, what his worries, troubles, etc. are.

In my work I often use various creative tasks. Children are happy to come up with “their own” signs according to the rules of behavior in nature (grade 3), and draw colorful and meaningful posters called “The Planet Is Sick” (grade 4).

One of the forms of environmental education is excursions. Their goal: to find answers to the questions posed, accumulate information, learn to observe, and “read” the book of nature. The content of the excursions may be an examination of the nearby area (grove, park, alley, school flower bed, school site), nearby enterprises (brick factory, bakery).

After the excursions, children write miniature essays about what they saw and heard and share their impressions.

Environmental education is also carried out at extracurricular activities. The theme of one of them was “They May Disappear.” The goal of the extracurricular activity is to present children with bright, memorable “portraits” of rare and endangered living creatures. The children carefully prepared for the event, independently (or with the help of their parents) they selected information about the disappeared and endangered species of creatures of the Earth, they brought books, postcards, drawings, and articles. There was a “Red Book” of the Kursk region and Russia, from which some articles were read and illustrations were examined. Children learned a lot of interesting things about “Mushroom Ram”, “Alpine Snowdrop”, “Sword Grass”, “Apollo Butterfly”, “Strawberry Tree” ", "Mandarin Duck". At the same lesson, we talked about nature reserves, wildlife sanctuaries, national parks, zoos, nurseries, botanical gardens, and natural monuments. I think that after this event, students will know about the variety of forms of conservation.

I would like to end my article with M. Dudin’s poem “Take Care!”, which was the epigraph of an extracurricular event.

Take care of the Earth. Take care

Lark at the blue zenith,

Butterfly on dodder leaves,

There are sun glares on the path,

A crab playing on the stones,

Over the desert the shadow of the baobab tree,

A hawk soaring over a field

A clear moon over the river calm,

A swallow flickering in life.

Take care of the Earth! Take care!

1. Introduction.

2. Explanatory note.

3. Educational and thematic planning.

5. List of references.

1. Introduction.

Equipped with powerful technology, people, often without thinking, disrupt the connections of living organisms with their habitat, building up natural lands with cities, towns, overpasses, filling them with asphalt and

concrete, draining the swamps, destroying all living things.

Lessons 27,28. Birds are our friends. Preparation and holding of the matinee. Variety of birds. The role of birds in the life of living organisms.

Lessons 29-31 are devoted to the environmental situation in the city. Creation of the "Green Patrol" group. Increasing the number of plants at home, at school, in the yard. Maintaining order around the school.

Lessons 32-34. Final lessons. The nature of our area. Excursion. Studying the ecological situation on the ground (collecting information) through observations. Reflection on the conclusion of the violation of connections, balance in nature, actions to preserve the environment. Opinion exchange. Summarizing.

5. References .

1. Aksenova M. Encyclopedia for children. Tz. Geography. M.: Avanta +, 2004.

2. Baranchikova L. A. Care for indoor plants. G/l Primary school No. 3/2006, p.62.

3. Bunevich L.P. Generalizing lesson. Experts of the native land. G/l Primary school No. 5/1998

4. Vakhrushev A. A. Inhabitants of the Earth. Methodological recommendations. M.: Balass, 2000.

5. Vorobyova A. N. Rural environment and environmental education of junior schoolchildren. G/l Primary school No. 6/1998, p. 63.

6. Grekhova L.I. In union with nature. M.: TsGL, Stavropol: service school, 2002.

7. Glazachev S.N. Let's preserve the values ​​of ecological culture. W/l Primary school

No. 6/1998, p. 13.

8. Gerasimova I. E. Excursions around the native land. G/l Primary school No. 4/2000, p. 52.

9. Kolesnikova G.I. Ecological excursions with younger schoolchildren. F/l Primary school No. 6/1998, p. 50.

10. Litvinova L. S., Zhirenko O. E. Moral and environmental education of schoolchildren.

M.: 5 for knowledge, 2005.

11. Lobov P. A. Kolobok. A theatrical performance on an environmental theme. W/L

Primary school No. 6/2000, from 20.

12. Morozova E.E. Eco-civic project. The earth is a memory lane. G/l Primary school No. 3/2006, p. 15.

13. Programs Primary grades (1 - 4), M.: Education, 1994.

14. Programs Primary grades (1 - 3). According to the system of D.B. Elkonin - V.V. Davydova,

M.: Education, 1998.

15. Programs Primary grades (1 - 3). According to the L.V. system Zankova, M.: Education, 1998.

16. Paramonova O.M. Let's get to know our small homeland. G/l Primary school No. 5/1998, p. 25.

17. Pavlenko E. S. Environmental education and upbringing of junior schoolchildren. Zh/l Primary school No. 5/1998, s. 78.

18. Pakhomov A.P. Methodological recommendations for developing children's motivation to master environmental knowledge. Zh/l Primary school No. 6/1998, p. 21.

19. Ponomareva O.N. Plant protection. Animal protection. Zh/l Primary school No. 6/1998, p. 35.

20. Pleshakov A.A. A giant in a clearing, or the first lessons of environmental ethics. Zh/l Primary school No. 4/2004, p. 54.